8A unit6教案

8A unit6Comic Stripes& Welcome to the unitTeaching ObjectivesTo get to know the topic of the unit -natural disasters To identify the vocabulary related to the topic Teaching ProceduresSTEP 1 Talking about pictures Show the following picture to the students. Get then to guess what happened. T: Look at the picture. Whats the weather like? S: It is raining. T: Is the rain heavy?S: Yes, it is. T: What happened and what are they talking about?S: .Encourage the students to be creative and try to make different kinds of guesses. Get the students to listen to the tape and find out what happened. For weaker classes, get the students to talk about each picture. Picture 1: Whats the weather like? What happened to Hobo?Picture 2: What happened to Hobos house?/How does Hobo feel at Eddies house?Picture 3: Why doesnt he want to go home alone?Picture 4: Will Eddie help him?Get the students to read and practice the dialogue and then act the dialogue out. Encourage the students to add something to make the dialogue funnier. STEP 2 Getting to know the weatherSay Rainy days are very common. Now lets see if you know the following kind of weather. BAD WEATHERtyphoonThere is strong wind. It is difficult for people to hold their umbrellas. Walking may even be difficult. Many things fly in the sky. thunder and lightning It is really frightening. We can see bright lightning and hear the loud thunder. Sometimes it may start a fire, when the lightning hit a tree or a building. rainstorm (may cause flood)It rains heavily. Water is everywhere. In some places, it is very difficult for people to walk. They have to roll up their trousers. snowstorm(sandstorm)It snows heavily with strong wind. Deep snow covers everything. It is difficult for people to walk and easy to get lost. However, it really makes a beautiful world. For stronger classes, it is necessary to introduce more bad weather, like storm and sandstorm etc. Put it clear that bad weather sometimes can cause disasters (Teach the word disaster and explain it in English A natural disaster is a very bad accident caused by natural forces. It usually causes great damage or loss of life.) Show pictures about the disasters and elicit the disasters, like flood, drought, tsunami, and hurricane, and earthquake etc. STEP 3 Making a summary about bad weather and disastersBad weatherheavy rain, rainstorm, thunder and lightning, wind , strong wind , typhoon , snowstorm, sandstorm, stormDisasters flood, drought , earthquake , fire, hurricane, etc. STEP 4 Finishing the exercises in Part AGet the students to finish the exercises in Part A and then check the answers. Disasters2. The Taiwan earthquake killed (cause loss of life) thousands of people. 5. A flood washed the village away. 6. Lightning started a big fire in a house. 8. A big storm killed 20 people. Accidents1. The school football team lost the game.3. A car accident killed three men. 4. A coach crashed into a tree last night. 7. A young boy fell from a tree and hurt his legs. Emphasize that natural disasters are caused by nature forces usually with great damage and loss of life. Accidents are things that suddenly happened. No one plans it. Sometimes they are caused by peoples mistakes.Explain some of the language used here and help the students to understand. STEP 5 Discussing about the bad weather and disastersGet the students to discuss about the bad weather and disasters. What will happen if there is a ?How will you/people feel if there is a ?What will you do if there is a ?STEP 6 Reporting bad weather or a disasterSuppose there is very bad weather or a disaster somewhere, get the students to work in pairs as reporters and cameramen and try to report it. Hello, everyone. I am a reporter from _. I am _. As you can see,_. People really feel frightened. So stay at home and take care. The bad weather will finish tomorrow. Thanks for watching. Ask the students to show their feelings and to act out the behaviors of people in the bad weather. If there is a strong wind, they may feel hard to walk and hard to hold the umbrella. STEP 7 Homeworka. Collect more information about bad weather and disasters. b. Finish off the exercise in the books.Reading ITeaching ObjectiveTo develop a general understanding of the passage To infer meaning from keywords and contextTo learn about what happened by following the sequence of the earthquakeTo understand the feelings of the survivors at different stages of the earthquakeTeaching ProceduresSTEP 1 Showing a pictureShow a picture about an earthquake to elicit earthquake and then get the students to talk about what they know about earthquakes. What happened to the building in the picture?(It is an excellent chance for the teacher to elicit the new words about earthquake like shake and be trapped. )What will you do if theres an earthquake?Do you know about the Taiwan Earthquake in 1999?(Say something about the Taiwan Earthquake.)STEP 2 Learning a passage about Taiwan EarthquakeTell the students that we are going to learn a passage about Taiwan Earthquake. A boy called Timmy survived the earthquake. He is a survivor. (Teach the words survive and survivor.)Get the students to read through the passage and find out what happen. Use the following sentences to help the students to locate the information. When the earthquake started, Timmy was in a shopping center.When the noise and shaking ended, Timmy was trappedTimmy shouted for help but no one came for a long time.When Timmy heard some noise, he screamed. Finally, he saw the bright daylight. He was safe.STEP 3 Filling the tableFor more details, get the students to read the passage again and try to fill the table about what happen when the earthquake happened and how Timmy was trapped. NoisePeople doWhat happenedTimmyAt first/Felt a slight shakingThenA big noise like thunder; Children screamedLooked at each other in fear; Children were frightened/ThenThe real noise came like bombsPeople ran in all directions; people ran wildlyPieces of glass and bricks fell downTried my best to run, too.FinallyThe noise ended/calmed down; could not see at allSTEP 4 Reading the passage aloudGet the students to read the passage aloud. Encourage the students to read to show the feelings of people and Timmy. STEP 5 Reading and finding out the answersGet the student to read and find out the answers to the following questions. It is good to get the students to ask and answer the questions in pairs. 1. Where was Timmy when the earthquake started?2. At first, how did Timmy feel? What did he hear? What did people do?3. Then, what was the noise like? What did people do? What did Timmy do? What happened to the pieces of glass and bricks?4. Finally, what happened to Timmy? Was he frightened? What did Timmy do? Why did he shout?5. What did Timmy have in his pocket? Did he eat it? Why or why not?6. How was Timmy saved?STEP 6 Finishing off the exercises in Part C & DThen get the students to finish off the exercises in Part C & D, Page 93. For stronger classes, get the students to do the exercises themselves and then check the answer. For weaker classes, it is necessary for the teacher to help the students to locate the information in the text. STEP 7 Reading the passage againGet the students to read the passage again. Invite them to complete the following passage according to the passage. Timmy is a teenager. He lives in Taiwan. He survived the e_ in 1999. He first heard a big noise in the shopping centre. It was like the noise of t_. Then the noise became really loud. It sounded like b_ under the ground. After that, pieces of glass and b_ fell down.When the noise ended, he was t_ and could not get out. A moment of f_ went through his mind. Then he tried to c_ down and s_ for help. Finally, people moved away the bricks and stones and saved him.Check the answers them get the students to read the passage above. Help them to understand the sequence of what happened. STEP 8 Making a new storyGive the students some words and get them to make a new story using the given words. A. Taipei, noise, scream, directions, be safeB. Shopping center, bomb, fall, shout, not at allC. fear, shake, somebody, chocolate, be trappedD. slight, moment, hurry, daylight, be safeShow the words to the students and ask each group of students focus on one story. STEP 9 Homework a. Write the story of yours in your exercise books. b. Finish off the exercises in the Evaluation Handbook and Learning EnglishReading IITeaching ObjectivesTo revise what they learned about the earthquake and help the students to understand the passage better To read the passage again and help them to highlight the important language points and sentence patternsTo learn to write or read a passage following the sequence of how things happenedTo develop students ability to learn things by themselvesTeaching ProceduresSTEP 1 Brainstorming and free discussion1. What can you see in this picture?2.What happened? (An earthquake.)3.What happened to this building? (It fell down.)4.What kind of sound can you hear? (Bomb! A big noise like thunder.)5.How do you know that there is going to be an earthquake? How will you feel at the very beginning? (Feel everything is shaking.)6. If this building is shaking now, what will you do? Will you be afraid / be frightened? (You will be in fear.) Are you going to shout (scream)? Are you going to run / jump? (People will run in all directions / run wildly.) You should calm down and think what the best way to escape is, so that you can stay alive (be safe).7.Suppose you are in danger, that means there are lots of bricks around you, you cannot move your body, youre trapped. What are you going to do? (Use the mobile phone? / shout (scream) / wait for help)8.If you have a packet of chocolate, youre hungry, are you going to eat it? Why or why not? (Stay for a very long time.)Lets come back to the picture. Where did this earthquake happen? When did it happen? (21st September, 1999.)STEP 2 Making lists of words and phrasesGet the students to make lists of words and phrases used in the text that describe noise and movement/destruction, fear and hope.noise: big noise, thunder, screamed, real noise, bombs, shoutedmovement/destruction: slight shaking, earth started to shake, ran (wildly), pieces of glass and bricks fell down, walls began to come downfear: screamed, frightened, dark, could not at all, a moment of fearhope: calm down, still alive, bright daylightGet the students to finish the exercise in Part B1 & B2 to check their understanding of these words. Give the students 3-4 minutes and ask them to complete the exercise. Invite the students to check the answers in pairs. STEP 3 Doing ask and answer orallyDo ask and answer orally help the students to focus on the most important information in each paragraph. Go through each paragraph and then help the students to highlight some important sentences structures. Para 1: Where was Timmy?What happened in the shopping center?I was doing some shopping when it started. At first, I felt a slight shaking through my body. People in the shopping center looked at each other in fear. Para 2: What happened to the building?How did people react?What did Timmy do?People ran in all directions. Some people ran out of the shopping center. / I tried my best to run out to the street, too.People were running wildly while pieces of glass and bricks come down. Para 3: Where was Timmy when the shaking stopped?How did Timmy feel?I calmed down and asked myself, Did I really survive?I could not see anything at all. And didnt know if anyone was around me. I am trapped, I said to myself. Para 4: What did Timmy do while he was waiting for help?He shouted for help.Para 5: How was he rescued?I was trying to find the way out when I suddenly heard some noise above me. They were in a great hurry to move away the bricks and stones. STEP 4 Reading the passage aloud togetherGet the students to read the passage aloud together. Then give them some key words and invite them to retell the text. STEP 5 Do some translation work1.起先，他感觉到一丝轻微的震动传遍全身。At first, he felt a slight shaking through his body. 2.当它开始的时候，人们试图从各个方向往外跑。When it started, people tried to run out in all directions. 3.我冷静下来，自言自语道，“我受困了，但我还活着！”I calmed down and said to myself, I am trapped, but I am still alive.4. 他们匆忙地移开石头和砖块。They were in a great hurry to move away the bricks and stones. 5.地震开始的时候，她正在购物。When the earthquake started, she was doing some shopping. 6.人们在疯狂奔逃时，一块块的玻璃和砖块直往下掉。People were running wildly while pieces of glass and bricks were falling down.7. 当我正努力找出路时，我突然听到我的上方有声音。I was trying to find my way out, when I suddenly heard some noise above me. 8.我听到了兴奋的人们的呼喊声。I heard shouts from excited people. STEP 6 Homeworka. Try to recite the passage by following the sequence of the earthquake. b. Finish off the exercises in the Evaluation Handbook and Learning EnglishVocabularyTeaching Objectives To learn to talk about and describe the weatherTo identify the vocabulary about different kind of weather conditionsTo understand the weather report from TV or radioTo have a better understanding of the topic of the unitTeaching ProceduresSTEP 1 Looking and learningShow some pictures of different kinds of weather condition. Then get them to elicit the noun and adjectives and write them of the board in pairs. snow/ snowyrain/rainycloud/cloudystorm/ stormywind & rain / windy & rainysun/sunnyTry to use sentences to talk about the weather. Do not just write the words down. e.g. There is white snow everywhere. It is snowing. It is a snowy day. Explain how a noun is changed into an adjective. We add a -y to most of the nouns to make adjectives. Point out that we need to double the n, when we are changing sun into an adjective. STEP 2 Completing the exercises in Part AInvite the students to complete the exercises in Part A, Page 94. And then get the students to read the words well.STEP 3 Using words in contextShow more pictures and offer the students a chance to use these words, as the pictures are shown in the following table.PicturesWhats the weather like? / How is the weather?There is thick snow everywhere. It snows heavily.The weather is snowy. Its snowy.It is a stormy day. The wind is blowing strongly and the rain is too heavy.It is raining too heavily. Its a rainy day. The world is all wet. You should take a raincoat or an umbrella with you.The wind is too strong. What a windy day!Look! There are a lot of clouds How cloudy it is! It is going to rain.The sun is shining brightly. It is a sunny day. We can enjoy ourselves outside.Theres too much fog. We cant see anything clearly. Its so foggy. We must drive carefullyThe window is covered with much frost. Its frosty weather.Get the students to talk about the pictures and help them to understand the use of nouns and adjectives on weather conditions. STEP 4 Eliciting the weather forecast/ weather reportUse some pictures to elicit the weather forecast/ weather report. They get the students to learn about the symbols of weather conditions. sunnysunny & cloudyrainycloudythunder & lighteningwindysnowyGet the students to read the words and then invite them to do Part B, Page 98. First get the students to check the answers in pairs and then check it in class. Go through the dialogue and then help the students to understand the changes to the weather with the help of the table above. The temperature will be around 7oC. The temperature is going to drop a little. So the weather wont be too bad. The temperature will be lower. The weather will become worse on Friday. The temperature will drop to -5 oC.Get the students to read the dialogue together. Make sure that the students can read the temperature well. STEP 5 Giving a weather reportShow the students the local weather conditions and ask them to give a weather report using the given information. For stronger classes the teacher can download some maps of weather and get the students to talk about it. Give them some sentence structures. 1.The weather was/is/will be,but it will be/get2.The weather will get better/worse.3.The high temperature is 4.The temperature is around.It is going to drop to STEP 6 Homework a.Watch the weather forecast programme on TV. And then write a report about it in English. Encourage the students to listen to the weather report on CCTV 9. b.Finish off the exercise in the Evaluation Handbook and Learning EnglishGrammar ITeaching ObjectivesTo understand when to use the past continuous tense. To recognize and use the past continuous tenseTeaching ProceduresSTEP 1 QuestioningSay, Now, I am teaching you. You are listening to me carefully. (ask A)What are you doing?(ask B)What did A do just now?(ask B)What were you doing when A answered my question?(ask C)What were you doing when I came in?(ask A)What was C doing at that time?(ask D)What were you doing while I was talking with A,B,C?As the students are talking about the things they do, write the structure of past continuous tense was/were +doing on the board. STEP 2 Designing a scene